Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

MS-LS1-6

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Developing and Using Models

Develop and revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.
Develop a model to describe unobservable mechanisms.

Constructing Explanations and Designing Solutions

Construct an explanation using models or representations.

DISCIPLINARY CORE IDEAS (DCI)

LS1.C Organization for Matter and Energy Flow in Organisms

Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

PS3.D Energy in Chemical Processes and Everyday Life

The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon based organic molecules and release oxygen.

CROSSCUTTING CONCEPTS (CCC)

Energy and Matter

Matter is conserved because atoms are conserved in physical and chemical processes. Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

Systems and System Models

Models can be used to represent systems and their interactions–such as inputs, processes and outputs–and energy, matter, and information flows within systems.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS ELA SPEAKING & LISTENING

ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others and, when warranted, modify their own views.

ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS ELA WRITING

CCSS.ELA-LITERACY.W.7.4 (If optional individual assessment is done).
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

California English Language Development (ELD) Standards

CA ELD

Part I 7.11a,b: Justifying/arguing

EMERGING

EXPANDING

BRIDGING

P1.7.11a,b a) Justify opinions by providing some textual evidence or relevant background knowledge with substantial support.

b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

P1.7.11a,b a) Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge with moderate support.

b) Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would/should).

P1.7.11a,b a) Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge with light support.

b) Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/potentially/ absolutely, should/might).